Top Dubai Schools, KHDA Ratings 2017

The top schools in Dubai, all rated Outstanding by the KHDA, compared in a beautifully simple side by side view of strengths and weaknesses, key stats, and their popularity in terms of views and likes… Use the arrow keys or scroll to the right for more schools… <…>

• Outstanding attainment and progress in English, Mathematics and Science across all phases
• Exemplary whole-school teaching
• Visionary leadership
• Significant levels of investment in students, facilities and staffing throughout the school
• Happy school environment delivery academic attainment without hothouse pressure
• Fabulous curriculum designed to inspire children to find and develop their individual gifts
• Dual English curriculum/IB Diploma provision grounding children for top tier university slipstreams
• Outstanding planned BTEC provision at Sixth Form, including integration of industry qualifications – probably a benchmark for how BTEC should be properly integrated in schools across the Emirates.
• Outstanding school transparency – probably the best front-facing school communications we have seen in any school.
• The benefits of specialist, focused Primary provision with its own dedicated leadership but within the framework of continuous educational provision to KG13

• Students’ attainment and progress in English, Mathematics and Science is outstanding
• Parents are highly supportive, committed, involved in their children’s education and fully integrated within the school
• Induction, ongoing teacher training and management are best-in-class
• The school recognises its core strengths and focusses its attention on FS and Primary provision only
• KHDA “Outstanding School” 2008 – 2015
• WSA Good School recommended 2013 – 2015
• Scholarship programme

• Best value school fees in the Emirates
• KHDA Outstanding school status – richly deserved
• A beacon language infant school that sets benchmarks across all sectors/curricular
• Outstanding, driven, visionary school Principal – with very close links to parents and as far from being a remote Head of School as it is possible to be
• Outstanding Governance
• Outstanding SEND provision, with extraordinary levels of curriculum adaptation – backed by a school ethic that genuinely nurtures and embraces inclusivity
• Outstanding whole child development
• Outstanding attainment and progress for children in Science, Mathematics, French and (stand-out) English – well beyond French National Curriculum expectations for these phases
• Lowest teacher turnover in the Emirates

• KHDA Outstanding school status
• Outstanding, cross phase, provision in Science, English and Mathematics
• Tri-lingual schooling – this is a language school that does not advertise itself as such
• Outstanding whole child development
• Quite exceptional value for money
• Very high quality buildings – and with a lovely feel – a very happy, warm school

• Mid way through phased launch ensuring real sense of school identity and warmth for a new school
• Flagship, innovative GEMS inclusive school with best-in-class support programmes for students across the ability spectrum
• GEMS school village feel with neighboring GEMS schools offering future potential for intra school competition
• Fabulous house system generating competition and shared sense of purpose
• Outstanding Executive CEO and Primary Head leadership
• Tier 1 facilities – outstanding breadth and quality of provision
• Outstanding facilities yes – but they play second fiddle to the development and support of students
• Committed, passionate teaching staff drawn, drawn from the spectrum of ages, experience and specialisms creating hugely dynamic learning environment

• Worldwide pioneer in the provision of a dual IB and ICSCE school
• Top flight academics
• Class leading Arabic area subject provision within the non-Arabic school sector
• Resilient, driven Principal
• Excellent facilities across arts, sport and core teaching areas
• Low staff turnover and excellent, class leading high ratio of teacher: student provision
• Transparency: Since 2013 GEMS has ceased publishing examination data, limiting the ability of prospective and existing parents to benchmark academic provision. GEMS Modern has resisted this and published examinations data in full. This matches its excellent overall provision of information for both existing and prospective parents.

• Outstanding performance across the whole curriculum
• Outperforms the UK independent sector for results at (I)GCSE, AS and GCE A’ Level
• Growing alumni network with extensive and close links to its feeder school
• Strong Principal/Headteacher with determined leadership
• Responsiveness to parents
• Happy children

• Outstanding achievements in English and mathematics and Science in all phases
• The quality of the students’ personal and social development is exemplary
• The quality of teaching, (rich, challenging and imaginative) curriculum and care for and of children are exceptional
• Visionary leadership with a relentless pursuit for excellence
• Strong, effective partnerships with parents and the community
• Significant staff turnover (26%) and a change of Principal, both a potential risk to continuity, was well managed without impacting on the children
• Inspiring, determined and accomplished new Principal
• Excellent Head of Inclusion and management of Special Educational Needs

• Genuinely world class teaching results in outstanding student attainment in all core academic disciplines except Arabic
• The College competes successfully on the international stage in pupil attainment, teaching and prestige
• Talented children in all areas, including the performing arts are valued and teaching provision adjusted to ensure they meet their full potential
• Not for profit status ensures that all funds are re-invested in the highest caliber and number of teaching staff, facilities and the school’s ability respond to the needs of each child
• A very strong Dubai alumni network
• Very strong leadership
• New scholarships programmes coming on-stream in 2017

• The only option for parents currently seeking an established, British, full or weekly, boarding school education for their children in Dubai
• Outstanding academics across English, Mathematics and Science at all levels of educational provision
• Interesting architectural and design environment with premier league academic, sporting and broader cultural facilities
• Broad-based, multi-cultural student body
• Particularly outstanding, world class teaching provision “across the board” at Foundation Stages
• Outstanding senior management
• Consistently improving school with strong, focused, pioneering and visionary leadership
• Outstanding Sixth form options including the vocationally/academically balanced International Baccalaureate Career related Programme (IB CrP) (offered since September 2016)

• The school excels in its outstanding learning provision across both Kindergarten and IB Diploma Programmes
• Students’ personal and social development received the highest KHDA commendation, and this extended to the school’s outstanding provision for the health and safety of children under its care
• The quality of the curriculum across all phases is outstanding
• The outstanding quality of leadership and governance is mirrored in exceptionally good links between parents and the school
• The Dubai International Academy is a genuinely, and richly, inclusive school extending a broad welcome to students with special educational needs
• Older students in Kindergarten demonstrate a mature respect and sensitivity for others, providing exemplary role models for younger students
• Attendance and punctuality are outstanding across all phases of each child’s education
• The Academy nurtures in the children under its care a deep appreciation of Islamic values; children speak of Islamic values with admiration and articulate how those values underpin the development and growth of modern Dubai and the freedom it offers

• The Senior Campus offers all students outstanding teaching and academic outcomes in English, Mathematics and Science; students’ attitudes to learning are exemplary
• The Campus offers a broad range of subjects and extra-curricular activities that fully reflect students’ interests and aspirations
• Arrangements for protecting and supporting students are best-in-class
• The school nurtures relationships with parents, providing very high quality information about each child’s progress
• ICT provision is excellent and students use electronic tablets very effectively for research and communication
• The school has a focussed, very impressive career counselling programme to guide students in making further education choices on graduation
• Leadership and governance are synergistic and outstanding in meeting the school’s vision to inspire and educate all its students to become proactive and global citizens

• Rapidly expanding and successful IB Diploma provision reflects the richness of the US Curriculum to Grade 10
• Perfect alignment of the best features of US educational approaches (whole child focus/inclusion/warmth) with academic stretch of the IB
• Outstanding, visionary leadership
• Robust, professional development culture – and commitment to on-going improvement -delivers consistently outstanding outcomes for children
• Outstanding teaching secures excellent learning outcomes in English, Mathematics and Science at every level of the school
• Strong, vibrant and inspirational partnerships between parents and the school create impressive and genuine integration of the school within the broader community
• Extremely high standards of collaboration between teachers and students are highlighted by the commitment to meeting the different needs of children across age, ability and outlook
• Competent, experienced and caring Special Educational Needs leadership delivers consistent outcomes across all abilities within the programme
• Wide-ranging and ambitious after-school activities are available to all students from Kindergarten through to High School, these developing individual student talents and interests beyond the classroom
• At Post-16, in all external examinations in mathematics, most students attain levels that are above international benchmarks. Attainment and progress, critical thinking, inquiry and investigation skills are all outstanding
• Students’ understanding of Islamic values is excellent, translating into a culture of kindness and charitable initiatives throughout the school and within the local community.
• Students show a deep understanding of Emirati society, culture and history, this developed through a rich program of school events and field trips
• Despite Tier 1 fee levels, the value proposition is extremely high.

• Students attain good to outstanding standards of learning in English, Mathematics and Science at Foundation, Primary, Secondary and Post—16 Levels
• Children’s personal and social development is outstanding across every level of education
• Students demonstrate outstanding attitudes toward learning and contribute broadly and with depth
• Teaching and assessment is outstanding at all ages and in most subjects inspirational
• The curriculum is relevant, responsive, rich in breadth and texture and highly innovative
• Extensive after school extra-curricular sporting and cultural activities and provision including debating, robotics, musical and dramatic productions and computing
• Highly effective communication between the school and parents via weekly bulletins, online resource, informal meetings and direct mail contact
• Strong links with other schools and outstanding links with local and global businesses gives students a pioneering and entrepreneurial skills base and outlook
• Special education needs provision is exceptional and a stand-out feature of Wellington’s commitment to developing talent across the ability and needs spectrum
• Outstanding value-added exam performance at all levels given its mixed ability inclusive intake
• Outstanding Key Stage 4 options – with exceptional and thoughtful focus on the needs, potential and gifts of individual children.
• Stand-out BTEC Options

• Significant waiting lists in most years with many closed
• Recent staffing turnover needs time to bed-in
• Arabic course provision does not match the standards of other core areas, a standard weakness of British schools
• Some mismatch of timetabling between primary and secondary provision (now resolved)

• Hugely over-subscribed
• Students’ attainment and progress in Arabic as a first language lessons is weaker than in other core subject areas, this in some part caused by a lack of teacher ambition for/recognition the potential of children in this discipline
• The progress of students with special educational needs can be improved by further strengthening the individual support offered to them during lessons

• Like all schools, more investment would not go amiss
• Parents expecting a Tier 1 in appearance and facilities may be disappointed (but this would miss the point)
• Technology and IT does not get the same focus as in British and IB schools (but it comes later)

• Special Educational Needs (SEN) provision needs a little refining

• Significant scaling back of the number of Special Educational Needs places may limit availability for some students
• Demand is likely to outstrip supply given the new KHDA “Outstanding” rating
• Some parents will prefer an all through option for their children to avoid later disruption
• No publicised bursaries or scholarships despite GEMS commitment across its schools

• Large schools are not for all children
• Residual weaknesses in Arabic area and SEN provision
• Post 16 IB Diploma crossover provision from CISCE is untested
• Poor comparative teacher salary levels, though this has not resulted in high levels of teacher turnover
• Mid-range pricing – although expensive relatively for an Indian family focused school

• Relative weakness in student attainment in Arabic area subjects compared to that achieved in other core disciplines (typical within the British schools sector)
• The school does not compete with the “bells and whistles” of Dubai’s newest and “shiniest” elite schools

• The quality, effectiveness and pace of Islamic Education and Arabic as a first language lags behind that or other core subject disciplines
• Governance can be improved to better resource, prioritise and inspire improvements to Arabic study and attainment within the school

• Failings in the teaching of Arabic as a first language
• Waiting lists result in many children who would benefit from a place at the College not being accepted
• Building design, old by Dubai standards, reflects its time and does not compete with the “bells and whistles” of many of Dubai’s most recent elite schools
• Some weakness in Special Educational Needs [SEN] provision within lesson planning and delivery

• Arabic language attainment and provision weak, but this is true of all British schools. It is, however, improving – and their is investment being made in Arabic subjects.
• High fees
• Competition with offshore, European boarding schools
• Lack of advertised scholarship and bursary provision
• Some relative weaknesses in technology provision to support independent learning

• The consistency of teaching, learning and assessment in both the Primary and Middle phases, whilst of a good standard, does not meet the genuinely outstanding standards of the school’s kindergarten and Diploma phases
• The attainment and progress of students in Islamic Education and Arabic language lessons is not meeting the outstanding standards of the school’s educational provision in other core subjects
• The procedures to accurately identify children requiring Special Educational Needs provision in the Kindergarten are not sufficiently developed and the school needs to improve the ways it engages with parents in securing expert assessment of each child’s needs and care
• School teachers can be over-optimistic about child development and need to better engage with international benchmarks to understand and respond to the learning needs of all children

• The middle phase of the school does not match the strengths of its Post-16 counterpart
• Children do not meet their potential in learning Arabic as an additional language in the middle phase and the quality of teaching in this area is declining
• KHDA requirements for class sizes are not always met leading to unacceptable and damaging overcrowding. There are funding, resource and management issues in the middle phase
• Special Educational Needs provision is inconsistent

• Islamic Education and Arabic language programmes are not as developed, or as well integrated, in school life as other core areas of the curriculum
• Arabic and Islamic Education provision within the Special Educational Needs department provides worse outcomes for students than in Mathematics, English and Science
• Writing skills development and the development of motoring skills amongst the youngest children is only inconsistently successful
• Impending new school merger is untested.

• Children struggle in learning Arabic as a first or additional language compared with outstanding attainment in English, Mathematics and Science
• Arabic and Islamic education is at an acceptable level, but not a core strength of the school’s provision or children’s attainment. Teachers expectation of students in both areas is limited.
• Teaching of Islamic Education at secondary and post-16 is inconsistent
• The school consistently fails to improve in the quality of its teaching of Arabic as an additional language
• Poor transparency in publishing the examination and flight path data for International Baccalaureate diploma performance of students
• Significant concerns that the limited International Baccalaureate Diploma only Sixth Form necessarily limits the required choice of study required by the broadest mix of student abilities, gifts and potential.

• KHDA Outstanding School
• Outstanding new Director pioneering improvements across primary and secondary provision
• High added value delivering outstanding levels of whole child development and academic attainment for a non-selective intake including children with Special Educational Needs [SEN]
• A whichschooladvisor “Good School,” recognised by inspectors for the innovation and success of its critical, creative and emotional framework for whole child development
• (Very) highly recommended – schools don’t come any better.

At its best, Kings’ sets the benchmark for primary and FS English National Curriculum based education in Dubai. We think reverting to a clear focus on preparatory stage education has allowed the school to re-focus on its core strengths and we expect on-going investment in Arabic education, in particular, to reap rewards in 2016-17. Whilst some question the costs of education, the results, and clear investment priority in small classes, speak for themselves. Until we receive final 2015-16 Inspection Results for Kings’ sister school in Al Barsha we cannot comment on the quality of secondary transition to Kings’ GCSE and International Baccalaureate Post 16 provision. Watch this space.

• Our review says it all. Highly recommended.

• An outstanding school without the price tag. For parents seeking a French education for their child(ren) we can recommend this school without hesitation. For parents of linguists, happy to venture away from IB or UK alternative curricular, this may well be the best kept secret in Dubai.

• Inclusive, innovative Tier 1 school that will not rush the journey of its students to meeting their potential, with all the potential as it reaches capacity to be a flagship British school in the Emirate

• Outstanding, pioneering school carving out a reputation on the international stage
• The top choice for parents seeking an education founded on the Indian (CISCE) curriculum within the UAE as a whole
• Pricey for an Indian curriculum school
• A whichschooladvisor good school
• Exceptional educational experience for all children
• Highly recommended

• Much loved school
• A Principal that listens and responds to parents
• Top school for academic attainment
• Happy, rounded, inspired children committed to the school: ‘In this college, pupils are valued not just for what they can do but for what they are.’ [student quoted in BSO Inspection 2016-18]
• Very highly recommended; schools do not come better in the UAE

• Very High achieving school across all core Science, English and Mathematics core academic discipline areas, with broadly equivalent performance in weaker Arabic areas to other British schools
• Particularly high performing in the personal development of children against school benchmark provision at this age
• Striking school improvements under current leadership despite an already very high existing standard of educational provision
• A genuinely happy inspirational school, one securing an exceptional A rating in all categories in the 2014-15 whichschooladvisor unannounced walk-in inspection and whichschooladvisor Good School status, its top grade, consistently for 2013-14, 2014-15, 2015-16 and 2015-16 school years
• Exceptionally good Special Educational Needs [SEN] provision despite online caution from the school that they offer only “limited space for children with additional learning needs” and “do not have provision for children with severe or complex special educational needs.”
• Excellent value fee structure for a school operating at this high level of whole school, cross-teaching, intra-discipline attainment
• (Very) highly recommended

• An historically important school in Dubai, and one with a reputation for delivering a standard of education that competes successfully with the best schools on an international stage, Dubai College is under pressure to achieve at the highest level.
• New elite schools in Dubai now provide competitive, genuine alternatives for prospective students of academic children
• It is easy to lose sight of the College’s place at the top-end of an outstanding rating; not all outstanding schools are the same
• A genuinely exceptional school which, particularly for the most academically gifted children, offers an inspirational, world class, life-changing educational experience that cannot be bettered in the UAE, nor by the vast majority of Europe’s flagship private schools
• Highly recommended

• Repton bears the price of heavy scrutiny and expectation.
• At its price seen to need to outperform the competition in all areas of operation.
• Strong academics, boarding-infused culture, impressive school architecture and planning, in parts beyond outstanding teaching
• A high quality and empowering school experience

• The Dubai International Academy is, for the most part, a genuinely impressive school, and in some key areas it is an inspirational one
• Across two of its four education streams, Kindergarten and Diploma, the school is outstanding
• Where it is weaker, in Middle and Primary phases, failures occur often because of a simple lack of rigour and international benchmarking – teachers simply care “too much” and the over-optimism that results weakens their ability to respond, in some cases, to the individual needs of children
• The school is actively addressing this in developing much more effective benchmarking across these two phases
• The Academy too is extraordinarily open and inclusive, not only in its Special Educational Needs provision, but also in its international and cultural openness which is genuinely impressive
• This is a friendly school in which children support each other and share an inspiring appreciation off Dubai and its freedoms
• The Dubai International Academy is a school to watch: whilst it just falls short of a WSA Schools Compared commendation, it is nevertheless a school that offers a very high standard of education, and a happy one, to most children

• The Indian High School (Senior Campus), in its post-16 educational provision, is arguably the benchmark UAE Indian secondary school. Post-16 educational provision is terrific across the board, not only in traditional English, Mathematics and Science – but also in whole-child extra-curricular provision – and delivering on both of these, in a school of this size and complexity, require exceptional teaching, leadership and governance. This is a very well-managed, impressive – genuinely outstanding – school
• The school is not perfect, however; it is let down (badly) by overcrowding. This is being addressed by commitment from the Board of Trustees to build sufficient new classrooms to remove the issue over the next three years. Three years, however, is too long – and the issue is not only classrooms, but the wider resources, including teaching staff, that will be required to resolve the issue
• The school attempts to balance a hugely admirable (not-for-profit) commitment to helping as many possible children meet their potential as possible – but, when it gets the numbers wrong, with a door too open, resources are simply insufficient to meet numbers and commitment
• On balance, however, when the Indian High School (Senior Campus) gets it right, it blazes a trail for Indian education in the UAE. It is this at times extraordinary ability to deliver for its children, notwithstanding the school’s significant imperfections, that Inspectors ultimately prioritise in awarding the school, in our view deservedly, its “Outstanding” commendation

GEMS Dubai American Academy deserves its many accolades. Whilst the Academy excels in teaching the traditional subject areas of English, Mathematics and Science, it is the school’s combination of educational attainment in the context of, and appreciation for, Arab culture, its students exceptional engagement with critical thinking, the Academy’s whole child approach to individual student education, sophisticated (and rapidly developing) dual stream IB/US curriculum and depth of its after-school programmes that really set it apart.
For an international, world class traditional education – set in a genuinely inspirational whole child Arab and Emirati context, GEMS Dubai American Academy sets the benchmark for excellence in UAE schooling. For many children no better, more successful – or happier – education will be found elsewhere.
The question mark over the school’s ability to seamlessly transfer and integrate into GEMS Nations to create the new Dubai American Academy Nations Campus is a real one. The stakes are very high and the complexity of the integration should not be underestimated.

Wellington International is without question in the very top tier of Dubai schools, offering an exceptional education across core traditional “Western” disciplines. Whilst for some parents its on-going weakness in Arabic Language and Islamic Education provision will present less off an issue, we think that it remains a concern in a global economy where international appreciation, context and language skills are one key aspect of many parents decision to opt for a local, rather than offshore boarding-based, education. To be balanced, the mismatch in attainment is very pronounced at Wellington because of its genuinely inspirational development of children in other areas of the curriculum and its exceptional special needs provision. The school is also a large school, partly because it carries its children through every stage of education. This has clear benefits in continuity and its forging of close relationships between peers, but, despite relatively small class sizes, the size of school will not suit all children. On balance, however, GEMS Wellington International School is a (very) deserving Editor’s Pick. The school provides a powerful, inspirational education, one of the best on offer anywhere in the region, in Mathematics, English and Science – and its results demonstrate significant, impressive value-added to its mixed ability intake. For linguists in particular, however, and for those parents seeking a genuine depth of Arabic context and language in their children’s education, there are better options, at least for now. We just wish that GEMS would broaden the Sixth Form offer to include the IB CrP and Level 2 BTEC. It might just then approach being a perfect all-through school for all children, rather than just the most academic at age 16.

• Exceptional, pioneering college in the provision of holistic, but academically focused, education
• KHDA Outstanding
• Exemplary, visionary leadership with the courage to refuse hothouse pressures in the interests of a ‘whole child’ education
• Unpublished but high added value; no child is left behind
• Impressive College transparency and communication – parents and their children come first
• A whichschooladvisor flagship school – (very) highly recommended

FS1/PS-MS: 27,735
FS2/MS-GS: 27,735
YEAR 1: Slipstream to Lycée Francais International Georges Pompidou
YEAR 2: Slipstream to Lycée Francais International Georges Pompidou
YEAR 3: Slipstream to Lycée Francais International Georges Pompidou
YEAR 4: Slipstream to Lycée Francais International Georges Pompidou
YEAR 5: Slipstream to Lycée Francais International Georges Pompidou
YEAR 6: Slipstream to Lycée Francais International Georges Pompidou
YEAR 7: Slipstream to Lycée Francais International Georges Pompidou
YEAR 8: Slipstream to Lycée Francais International Georges Pompidou
YEAR 9: Slipstream to Lycée Francais International Georges Pompidou
YEAR 10: Slipstream to Lycée Francais International Georges Pompidou
YEAR 11: Slipstream to Lycée Francais International Georges Pompidou
YEAR 12: Slipstream to Lycée Francais International Georges Pompidou
YEAR 13: NA

No – fully inclusive
Notes:
(1) All children are welcome to apply to GEMS Royal Dubai School, regardless of nationality, ethnicity or religion
(2) GEMS Royal Dubai School has limited spaces for children with additional learning needs
(3) GEMS Royal Dubai School does NOT have the provision for “children with severe or complex educational needs”
(4) Places can be offered against the two latest reports from the child’s existing school ONLY if they have National Curriculum Levels included.
(5) Otherwise GEMS Royal aims to interview every GEMS Royal Dubai School child and their parents prior to entry and each child must take an age related placement test and provide, where applicable, the most recent copy of their child’s school report when submitting an application form.

Inclusive – decision based on last 2 school and nursery reports. Possible play assessment in FS1 and FS2 with some focus on English language ability. Possible Years 1-10 brief test with focus on reading, writing and mathematics. KS3 assessment includes current school report, National Curriculum assessment and Cognitive Ability test.

No

No

No

Yes

Yes
Notes:
(1) Each child is assessed individually “in the round” – and the potential of each child is taken into consideration on application
(2) All assessments are age appropriate
(3) A mix of written, paper and computer-based Cognitive Ability Tests (CATs) are used – children applying for Year 7 onwards take CATs which are computer based.
(4) The assessment process takes 1 hour for Nursery and Reception applicants, 1.5 hours for children applying for entry into Years 1-2, and between 2 and 2.5 hours for children applying for entry into Years 3-6.
(5) Sixth form entry to study for the International Diploma requires a minimum of six grade Bs at GCSE/IGCSE or equivalent. “All applicants will be interviewed and must demonstrate participation in wider school life.”
(6) Repton has established systems for identifying Special Educational Needs and Disabilities (SEND) as well as Gifted and Talented (G&T) children. Whilst academically selective, the school is fully inclusive and does not discriminate on grounds of SEND, EAL, gender or nationality.

Selective

Not Selective

Inclusive

Selective

No.
Notes:
(1) The school has asked us to emphasise to prospective parents that it is resolutely committed to being fully inclusive and does not cherry pick students. It promises a world class education for all students and will put in place whatever measures are required to ensure that all children meet their potential.
(2) Admissions Policy does give priority to students from JPS and siblings of JC students.

Waiting list

Yes

Yes

No

No

No

No

Yes

Yes

Yes

Yes – some Grades

Yes

Value Added

Not published

Not Published

Not published

Not published

Not published

Not published

Not published (High)

Not published (High)

Not published (High)

Not published

Not published

Not published

Not Published

Not Published

Not published

Not Published

Number of Students

1369

914

380
Notes:
(1) Emirati: 8
(2) SEND: 15
(3) Pre-K: 125

1917

1166

1,148 (Year 1 – 9)
(2,200 capacity)

3741

1253 (BSO 2016)

1435

870

2111
Notes:
(1) Emirati: 268
(2) Special Educational Needs (SEN): 151

2021

5928

2340

2425

1118

Teacher to Student Ratio

1:20
(1:16 Sixth Form/IB)
(1:11 Early Years)

1:13
FS: 1:10
PR: 1:13

1:22

1:13

1:15
Notes:
(1) Number of teachers: 77
(2) Number of Teaching Assistants: 62

1:13
Notes:
FS1 1:22
FS2 1:23
Years 1-13 1:27

1:17

1:11 (BSO 2016)

1:15

1:10

1:10

1:12

1:!5

1:12

1:13

1:13

Largest nationality teachers

British

British

French

French

British

British

Indian

British

British

British

British

British

American

UK

British

Teacher turnover

25%

15%

1% (2016)
Notes:
(1) 2015: 0%

2%

12%

30%

11%

18%

23%

8%

14%

14%

11%

25%

17%

24% (Medium high)

Year opened

2005

2004

2013 (as a dedicated KG/Maternelle)
Notes:
(1) Originally founded 2006